Recognising, Counting and Tracing Numbers 1-140 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Numbers 1-100: Recognition, Counting, and Tracing
Topic: NUMBERS 1-140: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS
Subject Matter: NUMBERS 1 – 140 Recognition of figures: 1 – 140 Counting objects 1 – 140 Tracing figures 1 – 140 Reading figures written in words: 1 – 140. Weekly focus: Numbers 1-140: Recognition, Counting, Tracing and Number Words.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Recognise and identify number figures from 1 to 140.
• Count objects accurately up to 140.
• Read number words for key numbers within the 1-140 range.
• Fill in missing numbers in a sequence from 1 to 140.

Affective Domain

• Show enthusiasm for learning and counting numbers.
• Participate actively in counting and number recognition activities.

Psychomotor Domain

• Trace number figures from 1 to 140 correctly.
• Attempt to write number figures from 1 to 140.

Social Domain

• Take turns when counting and sharing materials.
• Collaborate with peers during group counting activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Large number chart or flashcards showing figures 1-140
• Flashcards with number words (e.g., one, ten, fifty, one hundred, one hundred and forty)
• Beads, bottle tops, or other small countable objects (at least 140 per group)
• Cardboard with 140 drawn cups (as a visual aid)
• Pencils and notebooks/workbooks
• Whiteboard/Chalkboard and markers/chalk
• MP4 player/tablet/computer for video playback

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it extends their understanding of number quantity and sequence beyond 100. Mastering numbers up to 140 builds a strong foundation for future mathematical concepts and helps children apply counting skills in everyday situations, such as tallying items or understanding larger quantities.

Prerequisite/Previous Knowledge

Pupils can recognise, count, and trace numbers up to 100 or 120. They are also familiar with basic number words like one, ten, twenty, and one hundred.

Lesson Content/Board Summary

NUMBERS 1-140: RECOGNITION, COUNTING, TRACING AND NUMBER WORDS

Number Recognition (1-140)

Numbers are symbols we use to count things. We can recognise numbers by looking at their shapes.

• Look at the number chart and identify numbers like 1, 2, 3… 10, 20… 100, 101, 102… 140.
• Practice pointing to numbers as the teacher calls them out.

Counting Objects (1-140)

Counting means finding out “how many” of something there are. We count one by one.

• Count beads, bottle tops, or drawn cups one by one, up to 140.
• Group objects into tens to make counting easier (e.g., 10 groups of 10 make 100, then count on to 140).

Tracing and Writing Numbers (1-140)

Tracing helps us learn how to write numbers correctly. We start from the top and follow the lines.

• Practice tracing numbers 1-140 in the air, on the board, and in notebooks.
• Pay attention to the correct formation of each digit.

Number Words (1-140)

Numbers also have names written in words. It’s important to know both the figure and the word.

• One (1)
• Ten (10)
• Twenty (20)
• Thirty (30)
• Forty (40)
• Fifty (50)
• Sixty (60)
• Seventy (70)
• Eighty (80)
• Ninety (90)
• One Hundred (100)
• One Hundred and One (101)
• One Hundred and Ten (110)
• One Hundred and Twenty (120)
• One Hundred and Thirty (130)
• One Hundred and Forty (140)

Counting Rhyme

Tune: “Twinkle, Twinkle, Little Star”

Lyrics:

One, two, three, let’s all count,
Up to forty, what an amount!
One hundred, then we go,
More numbers, watch them grow.
One hundred and forty, we can do,
Counting numbers, me and you!

Actions: Pupils clap hands for each number, point to a number chart, then make a big circle with arms for “amount” and “grow”.

Watch and Practise

https://www.youtube.com/watch?v=0kFh2oN771Q

Key Words

• Numbers – symbols we use to count.
• Count – to find out how many there are.
• Recognise – to know something when you see it.
• Trace – to draw over a line or shape.
• One Hundred – the number after ninety-nine.
• One Hundred and Forty – the number after one hundred and thirty-nine.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Manipulation of Objects
• Repetition
• Question and Answer
• Picture Talk (using number charts/flashcards)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts with a quick oral counting game from 1 to 50 to warm up. The teacher then introduces the topic: “Today, we are going to learn about even bigger numbers, all the way to 140!”

Pupils’ Activity: Pupils respond to greetings, participate in the counting game, and listen attentively to the introduction.

Learning Point: Pupils are engaged and ready to learn new numbers.

Step 2: Number Recognition (1-140)

Time: 5 minutes

Teaching Skill: Visual Recognition/Identification

Teacher’s Activity: The teacher displays the large number chart (1-140) or uses flashcards. The teacher points to numbers in sequence (1, 2, 3…) and then randomly, asking pupils to identify them. The teacher focuses on numbers in the 100-140 range.

Pupils’ Activity: Pupils observe the numbers, point to numbers as called out, and orally identify the numbers shown by the teacher.

Learning Point: Pupils recognise number figures from 1 to 140.

Step 3: Counting Objects (1-140)

Time: 5 minutes

Teaching Skill: Concrete Counting/One-to-one Correspondence

Teacher’s Activity: The teacher demonstrates counting beads/bottle tops up to 140, grouping them into tens to illustrate larger quantities. The teacher uses the cardboard with 140 drawn cups as another visual aid. The teacher then guides pupils to count their own collected beads or bottle tops in small groups.

Pupils’ Activity: Pupils watch the teacher’s demonstration, then actively count their own objects, ensuring one-to-one correspondence up to 140.

Learning Point: Pupils understand the quantity represented by numbers up to 140 and can count objects accurately.

Step 4: Tracing and Writing Numbers (1-140)

Time: 5 minutes

Teaching Skill: Fine Motor Skills/Number Formation

Teacher’s Activity: The teacher demonstrates how to trace and write numbers on the board, paying attention to correct formation (e.g., 1, 4, 0 for 140). The teacher then guides pupils to trace numbers 1-140 in their notebooks or on worksheets, offering individual support.

Pupils’ Activity: Pupils trace numbers in the air, then carefully trace and attempt to write numbers 1-140 in their notebooks/workbooks.

Learning Point: Pupils develop fine motor skills and learn the correct formation of numbers 1-140.

Step 5: Number Words (1-140)

Time: 5 minutes

Teaching Skill: Vocabulary/Matching

Teacher’s Activity: The teacher displays flashcards with number words (e.g., “one hundred,” “one hundred and forty”) and matches them with the corresponding number figures. The teacher leads pupils in repeating the number words and then asks them to match words to figures.

Pupils’ Activity: Pupils repeat the number words after the teacher and participate in matching number words to figures.

Learning Point: Pupils recognise and read number words for key numbers up to 140.

Step 6: Reinforcement Activity / Video

Time: 3 minutes

Teaching Skill: Consolidation/Engagement

Teacher’s Activity: The teacher plays the educational video on counting numbers 1-150. While the video plays, the teacher encourages pupils to count along and point to the numbers they see on the screen. The teacher also leads the class in singing the counting rhyme.

Pupils’ Activity: Pupils watch the video, count along, and sing the counting rhyme with actions, reinforcing their number knowledge.

Learning Point: Pupils reinforce number recognition and counting through visual and auditory aids.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Show me the number 125 on the chart.”
2. “Count these 10 beads for me.” (Teacher gives a small group of beads)
3. “What number comes after 139?”
4. “Can you trace the number 140 in the air?”
5. “Which word says ‘one hundred and ten’?” (Teacher shows flashcards with number words)

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their hard work and reminds them that counting is fun and useful every day. The teacher assigns a simple homework task, such as tracing numbers 130-140 in their notebooks.

Pupils’ Activity: Pupils listen to the summary and homework assignment.

Learning Point: Pupils feel accomplished and understand the practical application of counting.

Lesson Keywords

• Numbers – symbols like 1, 2, 3 that we use to count.
• Count – to say numbers in order to find out how many items there are.
• Recognise – to know something when you see it, like knowing the shape of a number.
• Trace – to draw over a faint line or outline, like tracing a number.
• One Hundred – the number that comes after ninety-nine (100).
• One Hundred and Forty – the number that comes after one hundred and thirty-nine (140).

Differentiation

• Support: Provide larger number flashcards for easier recognition. Focus on counting in tens to reach 100, then count on from 100 in smaller increments. Offer hand-over-hand guidance for tracing numbers. Provide extra oral repetition of number words.
• Extension: Challenge pupils to count backwards from 140 to 100. Ask them to identify the number before or after a given number within the 1-140 range. Encourage them to write number words for other numbers like “one hundred and five” or “one hundred and fifteen.”